Citations (24)
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Marta da Costa, Yvonne Sinclair & Karen Pashby. (2024) Insufficient and inadequate democracy? Exploring coloniality and possibilities for the teaching of slavery in Europe. Educational Philosophy and Theory 0:0, pages 1-11.
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Roy Weintraub & Nimrod Tal. (2023) Within the national confines: Israeli history education and the multicultural challenge. Pedagogy, Culture & Society 31:3, pages 587-606.
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David J. Neumann. (2021) Presenting Historical Content: The Inquiry Connections of a Neglected Practice. The Social Studies 112:5, pages 231-246.
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Maria Grever & Robbert-Jan Adriaansen. (2019) Historical consciousness: the enigma of different paradigms. Journal of Curriculum Studies 51:6, pages 814-830.
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Geerte M. Savenije, Nicola Brauch & Wolfgang Wagner. (2019) Sensitivities in history teaching across Europe and Israel. Pedagogy, Culture & Society 27:1, pages 1-6.
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Geerte M. Savenije & Tsafrir Goldberg. (2019) Silences in a climate of voicing: teachers’ perceptions of societal and self-silencing regarding sensitive historical issues. Pedagogy, Culture & Society 27:1, pages 39-64.
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Louise Sund, Mikael Quennerstedt & Marie Öhman. (2019) The embodied social studies classroom – Repositioning the body in the social sciences in school. Cogent Education 6:1.
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Geerte M. Savenije & Pieter de Bruijn. (2017) Historical empathy in a museum: uniting contextualisation and emotional engagement. International Journal of Heritage Studies 23:9, pages 832-845.
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Bjorn Wansink, Sanne Akkerman & Theo Wubbels. (2017) Topic variability and criteria in interpretational history teaching. Journal of Curriculum Studies 49:5, pages 640-662.
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Stephan Klein. (2017) Preparing to Teach a Slavery Past: History Teachers and Educators as Navigators of Historical Distance. Theory & Research in Social Education 45:1, pages 75-109.
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Geerte M. Savenije, Carla van Boxtel & Maria Grever. (2014) Learning About Sensitive History: “Heritage” of Slavery as a Resource. Theory & Research in Social Education 42:4, pages 516-547.
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Maribel Santiago & Tadashi Dozono. Disciplinary skills are not enough: Resituating historical thinking within students’ racialized and linguistic experiences. Journal of the Learning Sciences 0:0, pages 1-42.
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Articles from other publishers (12)
Cathrine Sjölund Åhsberg. (2024) Students’ views of historical significance – a narrative literature review. History Education Research Journal 21:1.
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Inti M. Soeterik, Fadie Hanna & Tugba Öztemir. (2023) Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course. Studies in Educational Evaluation 78, pages 101282.
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Nathalie Popa. (2021) Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning. Review of Educational Research 92:2, pages 171-208.
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Geerte M. Savenije, Bjorn G.J. Wansink & Albert Logtenberg. (2022) Dutch history teachers' perceptions of teaching the topic of Islam while balancing distance and proximity. Teaching and Teacher Education 112, pages 103654.
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Maria Johansson. (2021) Moving in liminal space: A case study of intercultural historical learning in Swedish secondary school. History Education Research Journal 18:1.
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Tim Huijgen, Wim van de Grift, Carla van Boxtel & Paul Holthuis. (2016) Teaching historical contextualization: the construction of a reliable observation instrument. European Journal of Psychology of Education 32:2, pages 159-181.
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Susanne Grindel. 2017. Palgrave Handbook of Research in Historical Culture and Education. Palgrave Handbook of Research in Historical Culture and Education
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